This study was based on an action research project that took place during a science methods course and field experience of three preservice teachers. The focus of this study was to capture preservice teachers’ experiences using visual literacy strategies to teach science academic language to ELLs. Data revealed that preservice teachers recognized the significance and benefits of utilizing visual literacy as a method to teaching science academic language to ELLs. Results indicated that students employed self-discovery of academic language, knowledge of academic language, and the contextual use of academic language. Furthermore, each preservice teacher agreed that the visual literacy strategy was an effective approach to teaching science academic language to ELLs.